<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742022000100413</article-id>
<article-id pub-id-type="doi">10.1590/198053149886</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[UNA MIRADA A LAS GEOGRAFÍAS DE LA INFANCIA DESDE EL ANÁLISIS DE LOS PATIOS ESCOLARES]]></article-title>
<article-title xml:lang="pt"><![CDATA[UM OLHAR SOBRE AS GEOGRAFIAS DA INFÂNCIA, ANALISANDO OS PARQUES INFANTIS DA ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[A LOOK AT GEOGRAPHIES OF CHILDHOOD FROM THE ANALYSIS OF SCHOOLYARDS]]></article-title>
<article-title xml:lang="fr"><![CDATA[UN REGARD SUR LES GÉOGRAPHIES DE L&#8217;ENFANCE À TRAVERS L&#8217;ANALYSE DES COURS DE RÉCRÉATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saiz-Linares]]></surname>
<given-names><![CDATA[Ángela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ceballos-López]]></surname>
<given-names><![CDATA[Noelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cantabria  ]]></institution>
<addr-line><![CDATA[Santander Cantabria]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cantabria  ]]></institution>
<addr-line><![CDATA[Santander Cantabria]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>52</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742022000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742022000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742022000100413&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza la experiencia del alumnado de distintas escuelas de Cantabria (España) en los espacios escolares externos, a través del análisis que realizan los maestros en formación sobre cómo usan, interpretan y se relacionan con la infancia. Metodológicamente, se encuadra en el ámbito de la investigación cualitativa, con la observación de 47 centros y maestras en formación de la Universidad de Cantabria, y estrategias innovadoras como el Map-making. Encontramos que los patios analizados responden a un diseño que poco enfoca las características y necesidades de la infancia, con elementos y ambientes poco estimulantes y estereotipados y una escasa relación con la naturaleza. Concluimos que hay que considerar a la infancia como un informante experto acerca de su propio juego.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho analisa a experiência de alunos de diferentes escolas da Cantábria (Espanha) em espaços escolares ao ar livre, através das análises de professores estagiários sobre como utilizam e interpretam esses espaços, bem como sobre a forma como estes os devolvem à infância. Metodologicamente, enquadra-se no âmbito da pesquisa qualitativa, com a observação de 47 centros e professores em treinamento da Universidade de Cantábria, e de estratégias inovadoras como a elaboração de mapas. Constatamos que os espaços analisados foram projetados com pouco foco nas características e necessidades das crianças, com elementos e ambientes não estimulantes e estereotipados, e com pouca conexão com a natureza. Concluímos que as crianças devem ser consideradas como informantes competentes para falar sobre suas próprias brincadeiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the experience of students from different schools in Cantabria (Spain) in outdoor school spaces. The analysis on how these children use, interpret and relate to childhood was carried out by trainee teachers. Methodologically, this is considered a qualitative research. Forty-seven centers and teachers in training from the University of Cantabria have participated and we have used innovative strategies such as map-making. We found that the playgrounds analyzed were designed with little focus on the characteristics and needs of children, with non-stimulating and stereotypical elements and environments and with little connection to nature. We conclude that attention needs to be paid to children as expert informants about their own play.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Resumé Cet article analyse l&#8217;expérience que les élèves de différentes écoles de Cantabrie (Espagne) ont des espaces scolaires extérieurs, à travers l&#8217;analyse que les enseignants stagiaires effectuent sur la façon dont ils utilisent, interprètent et se rapportent à l&#8217;enfance. Sur le plan méthodologique, ce travail s&#8217;inscrit dans le cadre d&#8217;une recherche qualitative. Quarante-sept centres et enseignants en formation de l&#8217;Université de Cantabrie y ont participé. Nous avons eu recours à des stratégies proches de la recherche qualitative, comme l&#8217;observation participante, et à des stratégies innovantes comme la réalisation de cartes. Nous avons constaté que les aires de jeux analysées avaient été conçues en tenant peu compte des caractéristiques et des besoins des enfants, avec des éléments et des environnements non stimulants et stéréotypés, et sans grand rapport avec la nature. Nous concluons qu&#8217;il est nécessaire de prêter attention aux enfants en tant qu&#8217;informateurs experts de leurs propres jeux.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ESPACIO GEOEDUCATIVO]]></kwd>
<kwd lng="es"><![CDATA[PARQUE INFANTIL]]></kwd>
<kwd lng="es"><![CDATA[JUEGO]]></kwd>
<kwd lng="pt"><![CDATA[ESPAÇO GEOEDUCACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[PARQUE INFANTIL]]></kwd>
<kwd lng="pt"><![CDATA[BRINCADEIRA]]></kwd>
<kwd lng="en"><![CDATA[GEOEDUCATIONAL SPACE]]></kwd>
<kwd lng="en"><![CDATA[PLAYGROUND]]></kwd>
<kwd lng="en"><![CDATA[GAME]]></kwd>
<kwd lng="fr"><![CDATA[ESPACE GÉOÉDUCATIF]]></kwd>
<kwd lng="fr"><![CDATA[COUR DE RÉCRÉATION]]></kwd>
<kwd lng="fr"><![CDATA[JEUX]]></kwd>
</kwd-group>
</article-meta>
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